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Working with the Youngest Readers and Writers
Chapter 4 Tompkins, G. (2010)
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Emergent LITERACY (term coined by Marie Clay)
Children’s early reading and writing development before conventional reading and writing Preschoolers demonstrate knowledge of literacy by scribbling, retelling stories, recognizing environmental print, listening to stories read aloud
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Concepts of Print Book-orientation concepts
how to hold books and turn pages Directionality concepts print is read from left to right and top to bottom Letter and word concepts Identify letter names, upper and lower case, capital letter begins a sentence, space marks and boundaries between words and sentences
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Concepts about the Alphabet
The letter’s name Formation of letter Visual Discrimination Direction of the letter Use of the letter in common words Sound in isolation Letter in combinations Letter in context
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Concepts About Words Environmental Print Writing Literacy Play Centers
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Emergent Reading and Writing
Develop interest in reading and writing Acquire concepts about print Develop book-handling skills Develop handwriting skills Learn to read and write some high-frequency words
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Beginning Reading and Writing
Learn Phonics Skills Recognize high frequency words Make reasonable predictions Self-correct while reading Write five or more sentences Spell phonetically Spell high frequency words Use capital letters Punctuation to end sentences Reread their writing
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Fluent Reading and Writing
Read fluently with expression Recognize most one syllable words and can decode Use comprehension strategies Make connections Write multi-paragraphed compositions Use the writing process refine writing Spell most high-frequency words correctly Use proper punctuation most of the time
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Supporting Emergent Readers and Writers
Print-Rich Environment Environmental Print The Morning Message Literacy Play Centers Big Books & Predictable Books (repetitive, rhythm and rhyme, sequential patterns) Creative Dramatics Shared-Book Experiences Reading Buddies Traveling Bags of Books
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Shared Reading Read aloud Appropriate for interest level
Too difficult for independent reading Big Books/Charts Multiple readings of books
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Emergent Writing Writing is social
Children observe parents and older siblings writing Begin to mimic what they observe Children confer with one another They talk to themselves Share their writing
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Stages of Writing Development
Infants Grasping and holding writing utensils Making Marks Toddlers Scribbles Repetitive angular Marks Use “drawing” and “writing” to describe scribbles
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Threes and Fours Begin to distinguish between writing and drawing Explore writing forms and become interested in conventional letters Begin to understand the functions of print Incorporate writing in to their play
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Fives and Sixes Children begin to understand the relationship between sounds and letters (phonemic awareness) Know a few letter sound combinations ( Combine writing and drawing to create a richer message
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Guidelines Accept children’s forms of writing—does not have to look like adult writing Allow children to share Let them write their names Use writing to communicate Make writing materials available Provide time for children to write
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Invented Spellings “An attempt to spell a word whose spelling is not already known, based on a writers knowledge of the spelling system and how it works” (Harris & Hodges, 1995, p.123) Children use their knowledge of letter-sound relationships Teachers’ observations of children’s invented spellings give them insight into their phonemic awareness
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Handwriting Many teachers no longer stress consistent penmanship for every student. Traditionally handwriting was considered an art form Modern handwriting does stress legibility—well-formed letters, consistent slant, and proper spacing of words. Modern handwriting considered a tool for communication Different teachers use different styles
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Instruction Involves: Readiness activities Correct sitting posture
Correct letter formation Proper spacing Alignment Uniform slanting of letters
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